Cultural capital represents the knowledge an individual acquires trought their environment and education. In the context of football, each coach builds his cultural capital, on one hand consciously through education, training and learning, and on the other hand unconsciously throught socialization and their football and life experiences. Although each individual possesses a unique cultural capital, some factors of it are a prerequisite for successful coaching.
The purpose of this master’s thesis was to identify the key factors of cultural capital that contribute to the successful work of football coaches, with a seperation made between those working with younger and older athletes. The study involved a survey of 833 Slovenian coaches with valid coaching licenses. The first part of the thesis presents the theoretical background on cultural capital and the factors that are crucial for effective coaching. In the second part, a model of the ideal coach for working with both younger and older age groups was developed based on expert opinions. Five experts who are holding the highest level of coaching license and a university degree in sports provided their insights into the most important factors for successful coaching. The results reveal which factors of cultural capital are most relevant for coaches working with young football players, and which are more significant for coaches wrking with older athletes. The study also identified which cultural capital factors vary in importance depending on the age group of the athletes. Using a questionnaire, we further examined the extent to which 441 licensed Slovenian football coaches align with the ideal coach model. The findings revealed that most Slovenian coaches meet approximately 55% to 60% of the ideal criteria. They generally possess quality playing and coaching experience. However, their qualifications are more aligned with coaching younger athletes, as the majority hold lower-level coaching licenses. A particularly important but underrepresented factor in the Slovenian context is formal education, including ongoing professional development and further education. While Slovenian coaches generally express satisfaction with their profession and would choose it again, it is concerning that many have considered leaving the profession. This is largely due to time constraints, as coaching is not the primary occupation for most Slovenian coaches.
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